Propuesta de un método de deliberación y discernimiento. Verónica Anguita M. Centro de Etica, Universidad Jesuita Alberto Hurtado. Comité de Etica de la Investigación, Ministerio de Salud, Chile.
  

Self-transcendence: integration of nursing theory, research, and practice.
Self-transcendence: Lonergan’s key to integration of nursing theory, research, and practice. Nursing Philosophy: an international journal for healthcare professionals. Apr. 2004;5(1):67-74. Perry DJ.

  • Boston College and Massachusetts General Hospital, Coordinator of The International Nurse Consultant Program. This paper proposes that the philosophy of Bernard Lonergan can provide insight into the challenge of integrating nursing theory, research and practice. The author discusses Lonergan’s work in regard to reflective understanding, authenticity and the human person as a subject of consciously developing unity. This is followed by a discussion of two key elements in Lonergan’s work that relate to nursing: the subject-object challenge of nursing inquiry and common sense vs. scientific knowledge. The author suggests that integration of nursing theory, science and practice may be achieved through self-transcendence.

Foundations of interdisciplinarity Foundations of interdisciplinarity: A Lonergan perspective. Medicine, Health Care and Philosophy University of Calgary Medical Clinic. Russell J. Sawa

  • The postmodern enterprise, with its foundationlessness, fragmentariness, constructivism, and neopragmatism challenges interdisciplinarity. This paper discusses functional specialization and interdisciplinary method which provides a basis for interdisciplinary collaboration. In functional specialization, successive stages in the process of coming to know are distinguished. These stages correspond to Lonergan’s four levels of consciousness, namely experiencing the data, coming to understanding through addressing questions which arise from the data, and judgment about which hypothesis best fits the data. Authenticity, which involves genuine attentiveness, intelligence, reasonableness, and responsibility, guides the appropriate attitude in interdisciplinary work.

Spirituality and health: reflections upon clinical experience and the development of theory about whole person health care from a Lonergan perspective. Russell J. Sawa,
University of Calgary Alberta Canada. Reflective Practice.
Vol. 5, No. 3. Pages 409 – 423. Oct.2004. Routledge, Taylor & Francis Group

  • This article derives theory from reflection on experience of clinical situations encountered in the doctor-patient relationship. Using the cognitional theory of Bernard Lonergan, the author theorizes about the nature of paranormal and spiritual phenomena experienced by his patients. The reader is invited to attend to the data presented, note the questions which arise in their consciousness from the data, and derive possible hypotheses which might explain the data. From this activity the reader is further invited to determine whether there is enough evidence to judge that spiritual and paranormal phenomena exist in the real world. This activity begins to lay a foundation for whole person health care which is inclusive of spirituality and complementary and alternative approaches to healing.
  • El bioeticista y la religión. Alfonso Llano S.J. Para hacer más inteligible la relación entre el bioeticista y la religión considera el esquema antropológico que resulta ético, a la hora de la verdad, de Bernard Lonergan, y que recibe el nombre de autenticidad. En Diálogo y cooperación en salud. Diez años de bioética en la OPS. Fernando Lolas Stepke, Editor. Unidad de Bioética de la Organización Panamericana de la Salud/Organización Mundial de la Salud (OPS/OMS). 2004. Unidad de Bioética OPS/OMS.

Graduate Education in Occupational Hygiene: James Vincent, Annals of Occupational Hygiene Advance,
Oxford Journals, 2005.  

  • This Doctoral degree goes further, extending beyond the Masters degree and now introducing the ability to conduct long-range investigative research and the development of advanced general and specialist cognitive skills as primary components. In general, doctorallevel education in science brings individuals to a heightened level of awareness and problem-solving ability through extended periods of study and reflection addressed at understanding and solving difficult problems, many of which may, at the outset, seem intractable. As has been observed by many mentors of doctoral students, it is here where an individual’s selfdiscovery of ‘insight’ marks the transition to that new level. Perhaps not for nothing, therefore, the degree sought is usually ‘Doctor of Philosophy’ (PhD). The fundamental nature of insight was the subject of the seminal work of the philosopher Bernard Lonergan (1992), and has been discussed in the context of science education by Marroum (2004). It is relevant not only to basic, sometimes esoteric, scientific disciplines such as physics and chemistry but also to more mundane (?) applied science disciplines such as occupational hygiene. In the first instance, research in occupational hygiene science continues to be in demand, requiring individuals possessing just the same qualities of ‘insightfulness’ as their counterparts in the more basic disciplinary areas. In addition, the development of advanced cognitive processes that come from doctoral-level education is important to many areas of occupational hygiene practice and leadership.